A Descriptive Analysis of the Relationship Between Years of Experience and the Frequency and Style of Consultation Employed by School Counselors with Teachers, Administrators, Parents, and Counselors in Community Agencies

Defense Date


Graduation Date

Fall 1-1-2003


Campus Only

Submission Type


Degree Name



Counselor Education and Supervision (ExCES)


School of Education

Committee Chair

William J. Casile

Committee Member

Joseph F. Maola

Committee Member

Emma C. Mosley


national standards


This study was a descriptive analysis of the relationship between the number of years of school counseling experience of a convenient sample of school counselors and their frequency of consultation, used style of consultation, and preferred style of consultation with teachers, administrators, parents, and counselors in community agencies as measured by the School Counselor Consultation Survey (SCCS). Results indicated that for the participants in this sample group, there is no significant relationship between years of experience and frequency of consultation or between years of experience and the style of consultation employed with any of the four named consultee groups. Although this study found no significant relationship between years of experience and the frequency, style, and any general preferred style of consultation employed by school counselors, the profile of consultation practice as described by this sample population revealed some important information which warrants further investigation. The majority of respondents reported consulting with all consultee groups, although least frequently with counselors in community agencies. Participating school counselors also reported a desire to increase the number of times they consult with all consultee populations studied, with the highest percentage of respondents indicating that they would like to increase their frequency of consultation with counselors in community agencies. More respondents reported using a collaborative style with teachers, administrators, and community counselors than with parents, although the collaborative style of consultation was the preference of most respondents. Additional consultation training and supervision of pre-service and in-service school counselors, collaborative consultation networking between school and community counselors, and further action research about consultation practices in schools is recommended.





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